A relação com o saber ler/escrever na escola por alunos remanescentes: desafios para a educação inclusiva.

Abstract

This dissertation analyzed the experiences and meanings of remaining students in a situation of social vulnerability and target audience of barbarism, on the school’s social production processes of exclusion and belonging in Campina Grande-PB. The dialectical and case study research was based on the sociology of Pierre Bourdieu, on the paradigm of relationship with knowledge and on the dialogical perspective of literacy/literacy. The research subjects were two remaining students, their guardians, teachers and technical staff of two municipal schools, with whom we carried out document analysis and field research, through participant observation in home visits, evaluation of reading/writing, drawing and interview. We found, in a school, that social vulnerability and literacy practices as a system of codes, autonomous literacy and exclusion as cultural deprivation have produced, on the subject, effects of symbolic violence, contributing to an evasive relation marked by hostility and indifference towards the school and its knowledge, and therefore, such practices are determinants of social exclusion in processes of literacy/literacy. In the other school, we identified that even in a situation of social vulnerability, the pedagogical practices based on the dialogical perspectives of literacy/literacy and exclusion as social construction were determinants factors for the inclusive education of one of the subjects, as they acted in the resignification of the social/school life of the subject. Having produced mobilization, empowerment and belonging in a student implicature relationship with self-training and daily investment for the successful entry into the symbolic dimension of the school. The knowledge produced denaturalizes teaching-learning in school as exclusively cognitive processes and highlights the symbolic dimension of exclusion and belonging mediated by teachers in welcoming schools, which take for themselves these subject’s political challenge of inclusive education against barbarism, as an expression of human dignity condition and as a place of subject of the law in public schools.